The CIPP evaluation model

One very useful approach to educational evaluation is known
as the CIPP, or Context, Input, Process, Product approach, developed by
Stufflebeam (1983). This provides a systematic way of looking at many different
aspects of the curriculum development process. There is a risk, however, that
it may be directed only by ‘experts’ or ‘outsiders’, and for this reason it is
vital to identify ways in which various stakeholders can be meaningfully
involved.

The ‘CIPP’ model of evaluation

Basically, the CIPP model requires
that a series of questions be asked about the four different elements of the
model.

Context

 What is the relation of the course to other
courses?

 Is the time adequate?

 What are critical or important external
factors (network, ministries)?

 Should courses be integrated or separate?

 What are the links between the course and
research/extension activities?

a guide for learning which integrates the philosophy and orientation of a trainingprogramme, expected learning outcomes, key content, methodology and evaluation for the teaching and learning process.

A complex construction of information and individual experience with an interrelatedsocial and environmental dimension. (N.B. many different interpretations of knowledgeexist, and this is one preferred in this Toolkit)